PREPARATION OF GEOGRAPHY AND HISTORY TEACHING UNITS ACCORDING TO THE APS: THE CASE OF PRIMARY SCHOOLS IN KISANGANI

Authors: Emmanuel Kenya Kyangambi, Héritier Batwendefoko Ilota & Elisabeth Yamba Ilota

ABSTRACT 

This study evaluates the preparation of geography and history lesson plans by 40 sixth-grade primary school teachers in the city of Kisangani. The results reveal that the overall implementation level of the Situation-Based Approach (SBA) is low, reaching an average of only 1.33 out of 5. Looking at the specific lesson phases, only the introductory stage sufficiently integrates the SBA. Conversely, teachers systematically omit group work from their lesson plans, and the concluding phase shows a critical integration level of 0.39 out of 5. Based on these findings, we argue that the SBA is struggling to take root in professional practices. Instead of persisting with this pedagogical imposition, it is time to consider alternative instructional approaches better suited to local realities.

Keywords: Situation-Based Approach (SBA), history and geography didactics, DRC, Kisangani, lesson planning.

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